Yes, folks, I'm channeling George. Logos language tools are useful to the first and second year language student but hinder the development of real competency. But this I mean that it encourages a sense of the original language as a code where θεός is a funny way of writing God and the ending is a funny way of saying this is the subject. One ends up exploring the nuance of the difference in English between writing and scripture rather than exploring the nuances of the Greek words. Until you are interested in definitions in the original language and think of the nuances in the original languages you are treating Greek as a coded form of English. This is fine for people who a learning the original language in order to understand (not participate in) the commentaries and translations. But those who want to write commentaries and translations have to move beyond that. For vocabulary, Logos has most of the information, it simply needs to be presented in a different manner.
Here is an example of a grade school vocabulary worksheet for a grade school student:
This is the grown-up edition which would be:
- prefilled with everything in the original language
- include morpheme as well as sememe analysis in the central word
- each word/collation linked to a lexicon or word study or …
- be able to anchor a note to a bubble type so one can attach discussions of the words to their related diagrams.
Yes, AI drawn example failed … kept telling me to come back latter so this is even rougher than I intended. Elements that contrast with each other are 180 degrees apart on a single line. Independent elements simply link to the center.
